Course: Speech Language Pathology

General

General
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Speech Language Pathology Homepage
Welcome to the Speech-Language Pathology course. This course provides an opportunity to develop knowledge related to the rehabilitation and treatment of various pathologies and disorders of language, speech, and hearing.
Like all NextGenU.org courses, this course is competency-based. Competencies were adapted from the 2020 Certification Standards in Speech-Language Pathology, Assessing and Certifying Clinical Competency, Foundations of Clinical Practice for Audiology and Speech-Language Pathology, and PRAXIS Study Companion Speech-Language Pathology. It uses learning resources from accredited, world-class organizations such as the American Speech-Language-Hearing Association (ASHA), Life-Changing Speech Therapy, the Speech Pathology Graduate Programs, the Mayo Clinic Foundation for Medical Education and Research, the American Speech and Hearing Association, and the Center for Disease Control and Prevention.
This course was developed by Abbie Olszewski, Ph.D., CCC-SLP, a professor in Speech-Language Pathology; and Elsie Batcheller B.S; Morgan Lindsey, B.S.; Sierra Morrow, B.S.; Madison Cox, MSN, RN; Hugo Rojas, MD, MSc; Carolina Bustillos, MD, DiplEd; and Jamila Conliffe, MPH.
For publications on NextGenU.org’s courses’ efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education” (2014), BMC Medical Education, “Building Public Health Capacity through Online Global Learning” (2018), Open Praxis, or the NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.
There are 8 modules to complete, which provide an introduction to:
Module 1: Introduction to Speech Pathology and Audiology
Module 2: Articulation & Phonological Disorders
Module 3: Language Acquisition & Disorders in Children
Module 4: Special Topics in Speech-Language Pathology
Module 5: Types of Speech Disorders
Module 6: Audiology: Hearing and its Disorders
Module 7: Audiological Rehabilitation and Education
Module 8: Addictive Habits Related to Speech Pathologies



The completion time for this course is estimated at 77 hours, comprising 18 hours for learning resources, 36 hours for time to study content and assimilation, and 23 hours for participating in quizzes and learning activities, to assist the learners in the synthesis of learning materials. This course is equivalent to 2 credit hours.
This course requires the completion of discussion forums which are needed to complete the course. At the end of each module, there is a practice quiz of ten to twenty (10 to 20) multiple-choice questions. After you’ve completed all of the modules, quizzes, and learning activities, you’ll have access to a final exam consisting of fifty (50) multiple-choice questions and a chance to evaluate this course. The final exam will be designed so that participants can have multiple opportunities to answer correctly until the required score of 70% or higher is obtained. Once you’ve passed the last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations. We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes. Also, we are happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request.
Engaging with this course:
You may browse this course for free to learn for your personal enrichment; there are no requirements. Register for this course to track your progress and record your grades.
To obtain a certificate, a learner must first register for a course and then successfully complete
All reading requirements,
All quizzes and pass with a score of 70% with unlimited attempts,
All discussion forums,
The final exam with a minimum score of 70% and a maximum of 3 attempts, and
The self and course evaluation forms.

To obtain credit:
Complete all requirements listed above for the certificate, and
Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.

NextGenU.org is happy to provide your institution with:
A link to and description of the course training, so they can see all its components, including the co-sponsoring universities and other professional organization co-sponsors;
Your grade on the final exam;
Your work products (e.g., case study activities) and any other required or optional shared materials that you produce and authorize to share with them;
Your evaluations -- course, and self-assessments;
A copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.
We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Here are the next steps to take the course and earn a certificate:
Complete the registration form,
Take the pre-test,
Begin the course with Module 1: Introduction to Speech Pathology and Audiology. In each lesson, read the description, complete all required readings and any required activity, as well as take the corresponding quizzes.
Module 1: Introduction to Speech Pathology and Audiology
Instructional Goals covered in this module:
- Understand the educational and professional requirements to specialize and operate within the bounds of speech language pathology and audiology based on regulatory and legislative standards within one's jurisdiction.
- Explain the anatomical and physiological aspects necessary for the structures and functions of communication.
- Understand the basic concepts of the communication discipline and key communication disorders across the lifespan.
Module 1: Lessons 1: A Profile of Speech Language Pathologists (SLPs) and Audiologists.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Describe the required educational backgrounds and professional practice of speech, language, and hearing scientists, audiologists, and speech-language pathologists.
- Identify the regulatory practice requirements for professions in audiology and speech-language pathology by local agencies and professional organizations.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 20 minutes.

Click here to start this lesson
1 URL, 1 Forum
- Required Learning Resources and Activities
- Communication Science and Disorders: From Science to Clinical Practice. URL
  Read the section title "Speech-Language Pahtologists" that starts on page 15 and pages 18 to 23.(40 minutes)
  
  Jones & Bartlett Learning - 2021
- Activity
- Discussion Post: Educational background, professional activities, certification, and licensure of a speech-language pathologist and an audiologist. (Completion time: 120 minutes) Forum
  In this activity, you will research and share your findings on the educational background, professional activities, certification, and licensure of a speech-language pathologist and an audiologist in your region.
  Step 1: Research one university in your state/country that offers both an undergraduate and graduate degree in speech-language pathology and audiology. Then, prepare a 250-400 word discussion post that:
  Discusses the available options in the speech-language pathology and audiology degrees and the length of time that the programs take to complete. If such offers do not exist, describe a related field.
  Discusses the requirements to become a speech-language pathologist and audiologist in your state/country. Include the minimum degree requirements, the licensure needed to practice, and how to maintain the licensure. If the profession does not exist, discuss the findings from a related profession.
  Step 2: Write a 250-400 word discussion post to share your findings on undergraduate and graduate degrees in speech-language pathology and audiology. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 3: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: Research one university in your state/country that offers both an undergraduate and graduate degree in speech-language pathology and audiology," in the subject line.
  Step 4: To complete the activity, you will need to comment on at least one post made by your peers respectfully and professionally. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the educational background and professional activities of a speech-language pathologist and an audiologist, or asking thought-provoking questions. If a peer comments on your post, please respond. To post a response, click on the particular discussion, then click on “Reply.”
Module 1: Lessons 2: Anatomy and Physiology of Speech and Language and basic concepts.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Recognize the meanings of the terms Audiology, Speach, and Language.
- Identify the structures and functions of the central and peripheral nervous systems.
- Recognize each lobe of the brain and its corresponding functions in the cerebrum and cerebellum related to speech or language.
- Explain the process of respiration, phonation, resonation, and articulation for speech language production.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 2 hours and 30 minutes.

Click here to start this lesson
6 URLs, 1 Forum
- Required Learning Resources and Activities
- Audiology URL
  Read the content under the headlines: audiology, "Hearing sensitivity", "Pure-tone audiometry", "Air-conduction and bone-conduction testing" and "Vestibular assessment." (15 minutes)
- What Is Speech? What Is Language? URL
  Read the entire article. (4 minutes)
- Brain and the Nervous System URL
  Read the entire article. (12 minutes)
  kidshealth.org - 2019
- Speech & Language URL
  Read article sections: "Anatomy of Language," "Broca's (expressive or motor) Aphasia," and "Wernicke's Aphasia." (5 minutes)
  University of California, San Francisco - 2020
- Mapping the Brain URL
  Read the entire article. (5 minutes)
  brainfacts.org - 2012
- Understanding Voice Production URL
  Read the entire article. (4 minutes)
  voicefoundation.org - 2020
- Activity
- Discussion and Labeling Activity: The different structures of the brain. (Completion time: 80 minutes) Forum
  In this activity, you will label the different structures of the brain that have been left blank.
  Step 1: Write a 100-300 word discussion post describing the relationship between the four lobes of the brain and the corresponding types of aphasia. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: Obtain the labeling sheet and identify each structure of the brain from the picture provided, including the: brain stem, cerebellum, cerebrum, corpus callosum, hypothalamus, medulla, midbrain, pituitary gland, pons, thalamus, and ventricles.
  Step 3: To complete the activity, you will need to look at the key document to check your work and identify any structures that were inaccurate.
  Step 4: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: The lobes of the brain" in the subject line and attach the labeled sheet with your discussion post.
  Step 5: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the relationship between the lobes of the brain and the different types of aphasia, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
Module 1: Lesson 3: Communication and its Disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Recognize the differences between speech disorders, language disorders, and hearing disorders.
- Explain how communication is adversely affected by hearing, speech, and language disorders.
- Recognize the meanings of the terms impairment, disability, handicap, disorder, and difference, and how they affect communication.
- Recognize the difference among these speech and/or language disorders: Aphasia, apraxia of speech, auditory processing disorder, dysarthria, dysphagia, perceptive language disorder, phonological disorder, pragmatic language disorder, and stuttering.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 23 minutes.

Click here to start this lesson
5 URLs, 1 Forum
- Required Learning Resources and Activities
- What is a Speech-Language Pathologist? URL
  Read the entire article. (10 minutes)
  SpeechPathologyGraduatePrograms.org - 2020
- Communication Sciences and Disorders: From Science to Clinical Practice URL
  Instructions Previously Provided in LO1 (30 minutes)
  Jones & Bartlett Learning - 2019
- Disorder, Disability or Difference: What’s the Right Term? URL
  Read the entire article. (5 minutes)
  National Center for Learning Disabilities - 2014
- Impairment, Disability, and Handicap URL
  Read the entire article. (10 minutes)
  Emory University School of Medicine - 2018
- Youth and Speech and Language Disorders URL
  Read the entire article. (10 minutes)
  University of Wyoming Cooperative Extension Service - 2015
- Activity
- Discussion Post: How do hearing, speech, and language disorders adversely affect communication? (Completion time: 60 minutes) Forum
  In this activity, you will discuss how hearing, speech, and language disorders adversely affect communication, providing specific examples for each type of disorder.
  Step 1: Write a 100-300 word discussion post describing how hearing, speech, and language disorders adversely affect communication. Be sure to provide specific examples of each type of disorder.
  All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: How do hearing, speech, and language disorders adversely affect communication?" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers respectfully and professionally. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into how disorders of hearing, speech, and language adversely affect communication or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Quiz
- Module 1: Quiz
  Restricted Not available unless:
  The activity Course Registration is marked complete
  The activity Pre-Test is marked complete
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
Module 2. Articulation & Phonological Disorders
Instructional Goals covered in this module
- Examine the distinctions between articulation disorders and phonological disorders pertaining to human development.
Module 2: Lesson 1: Articulation and phonation through the life cycle.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Compare and contrast between articulation and phonological disorders.
- Differentiate between the causes of articulation and phonological disorders in children and adults.
- Distinguish between the major factors contributing to the severity of articulation and phonological disorders.
- Compare and contrast the language disorders that can be related to articulation and phonological disorders in children, including developmental and learning disabilities, hearing disorders, OMD's, cleft palate, dysarthria, and apraxia.
- Compare and contrast the difference between organic and functional articulation and phonological disorders in children.
- Evaluate the treatment measures for different articulation and phonological disorders.
- Assess the factors that contribute to the identification of articulation and phonological disorders, such as referral, formal and informal measures, and information from a language sample.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 2 minutes.

Click here to start this lesson
10 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- Speech Sound Disorders: Articualtion and Phonological Disorders URL
  Read the first paragraph and the first section labeled: Articulation and Phonological Disorders (Speech Sound Disorders). (2 minutes)
  CHAT: Life Changing Speech Therapy - 2020
- Speech Sound Disorders: Articulation and Phonological Disorders URL
  Read the section labeled: Articulation and Phonological Disorders. (2 minutes)
  CHAT: Life Changing Speech Therapy - 2020
- Assessment of Articulation and Phonological Disorders URL
  Read the section titled "Formal Assessment Measures" beginning on page 155 and ending on page 158. Read the third bullet point on the right side of page 153 starting with "Severity measures." (10 minutes)
  ResearchGate - 2011
- Speech Sound Disorders-Articulation and Phonology URL
  Read the section titled "Overview," "Speech Sound Disorders," and "Causes." (5 minutes)
- Severity Rating Scales/Guidelines for Speech/Language Communication Services - Articulation Severity Rating Scale URL
  Read the second section labeled: Severity Rating Scales/Guidelines for Speech/Language Communication Services - Articulation Severity Rating Scale. (5 minutes)
  edublogs.org - 2012
- Assessment of Articulation and Phonological Disorders URL
  Read sections titled phonological awareness and differential diagnosis. They begin on page 160 and end on page 161. (4 minutes)
  ResearchGate - 2011
- Phonological Awareness: What You Need to Know URL
  Read the entire handout and watch the video. (10 minutes)
  Understood.org - 2020
- Speech Sound Disorders: Articulation and Phonology URL
  Read the entire overview. (4 minutes)
  ASHA Practice Portal - 2020
- Assessment of Articulation and Phonological Disorders URL
  Read pages 151 - 154. Read section labeled: Specific Parameters for Assesment. (10 minutes)
  ResearchGate - 2011
- Speech Sound Disorders: Articulation and Phonological Disorders URL
  Read final section labeled: Assessing and Treating Articulation and Phonological Disorders. (2 minutes)
  CHAT: Life Changing Speech Therapy - 2020
- Activity
- Discussion Forum: Identification and treatment of articulation and phonological disorders. (Completion time: 120 minutes)
  In this activity, you will evaluate articulation and phonological disorders, including the definition of each and how they are both treated.
  Step 1: Create a PowerPoint presentation with a minimum of eight slides, including the following topics:
  definition of an articulation disorder;
  describe how an articulation disorder is identified, such as referral, formal and informal measures, etc.;
  
  definition of a phonological disorder;
  
  describe how a phonological disorder is identified, such as referral, formal and informal measures, etc.;
  
  describe how a language sample can inform an articulation and/or phonological disorder;
  
  explain how to treat an articulation disorder; and
  
  explain how to treat a phonological disorder.
  
  The PowerPoint should include a title slide. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  
  Step 2: To share your work, click on the bottom of the screen button labeled "Add a new discussion topic" and include the title "Discussion" in the subject line. Then, click on the button "Advanced" to open the Attachments section, where you will be able to attach your PowerPoint presentation.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, or applying the link between articulation and phonological disorders to a specific situation, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on "Reply."
- Quiz
- Module 2: Quiz
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
Module 3: Language Acquisition & Disorders in Children
Instructional Goals covered in this module:
- Understand the key processes and systems utilized in communication and the associated disorders.
- Evaluate the key language disorders and the areas of language in children.
- Assess the impact of socialization and acculturation on language development.
Module 3: Lesson 1: Communication and Language Disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Summarize how thoughts are created, sent, and received.
- Examine the processes and systems that underlie speech and language development.
- Recognize the service delivery settings with adults including acute care, in-patient rehabilitation, long-term care, and out-patient clinic.
- Explain the different service delivery settings with adults including acute care, in-patient rehabilitation, long-term care, and out-patient clinic.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 15 minutes.

Click here to start this lesson
3 URLs, 1 Forum
- Required Learning Resources and Activities
- The Communication Process URL
  Read section 1.2. (30 minutes)
  Textbook: A Primer on Communication Studies - 2012
- What Do Acute Care Speech Language Pathologists Do? URL
  Read the entire website. (10 minutes)
  speechpathologygraduateprograms - 2020
- School-Based Service Delivery in Speech-Language Pathology URL
  Read the entire article. (25 minutes)
  asha.org - 2020
- Activity
- Discussion Post: The Communication Process. (Completion time: 75 minutes) Forum
  In this activity, you will discuss the major processes in communication and the interaction model of communication.
  Step 1: Write a 250-500 word summary about the processes of communicating properly. How is a thought created, sent, and received? Use the following terminologies: "encoding," "decoding," "sender," and "receiver." Then, in your own words, describe the interaction model of communication. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: The Communication Process and Development" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the major steps in communicating, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
Module 3: Lesson 2: Understanding language disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Examine the three main language disorders: expressive language disorder, receptive language disorder, and mixed receptive-expressive language disorder.
- Differentiate among three areas of language and how they can become disordered: form, content, and use.
- Summarize the components needed to conduct an assessment for young children.
- Examine seven communication problems and how they can impact children in school: speech sounds, language and literacy, social communication, cognitive communication, feeding and swallowing, stuttering, and voice.
- Compare and contrast the differences among language disorder, learning disability, and dyslexia.
- Evaluate different aspects of language development that are especially difficult for school-age children with language disorders in the primary and secondary grades.
- Differentiate between the IDEA Part B and Part C in regards to service delivery to children with language disorders.
- Distinguish between the screenings and comprehensive assessments used to evaluate language disorders in students in the primary and secondary grades.
- Distinguish among four common intervention target areas used by speech-language pathologists who treat school-age children (5 to 10) with language disorders.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 40 minutes.

Click here to start this lesson
10 URLs, 1 Forum
- Required Learning Resources and Activities
- Assessment and Evaluation of Speech-Language Disorders in Schools URL
  Read the entire article. (5 minutes)
  asha.org - 2020
- Speech and Language Services in Schools URL
  Read the entire article. (5 minutes)
  asha.org
- Dyslexia and developmental language disorder: same or different? URL
  Read the entire article. (10 minutes)
  www.acamh.org - 2017
- Types of Learning Disabilites URL
  Read entire article. Click the learn more links if further information is helpful. (10 minutes)
  ldaamerica.org - 2020
- Speech and Language Services in School URL
  Instructions in Previous LO7 (5 minutes)
  asha.org
- School-Based Service Delivery in Speech-Language Pathology URL
  Instuctions in previous LO5 (25 minutes)
  asha.org - 2020
- Spoken Language Disorders URL
  Read the entire article. (20 minutes)
  asha.org - 2020
- Spoken Language Disorders URL
  Read the entire "Treatment" section of article. (25 minutes)
  asha.org - 2020
- Activity
- Discussion Post: IDEA Laws. (Completion time: 50 minutes) Forum
  In this activity, you will assess the laws that directly affect the way services are delivered to school-age children with language disorders.
  Step 1: Research whether there are any laws in your region that directly affect the way services are delivered to school-age children with language disorders.
  Step 2: If there are, identify how the laws affect the way services are delivered to school-age children with language disorders in your region. If not, think about the laws that might be helpful for your community, state, and/or region.
  Step 3: Write a 100-300 word summary describing the laws and the services that they provide to school-age children with language disorders or laws that you think might be helpful for your community, state, and/or region. Connect the existing laws or laws you think would be helpful to IDEA Part B and Part C to help support your claim. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 4: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: IDEA Laws" in the subject line.
  Step 5: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the laws that directly affect the way services are delivered to school-age children with language disorders or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Recommended Additional Readings
- Language Disorders: What You Need to Know URL
  Read the entire webpage. (5 minutes)
  Understood
- Types of Communication Disorders Treated by SLPs URL
  Read the entire article.(7 minutes)
  PDF - 2021
Module 3: Lesson 3: Socialization and Acculturation.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Illustrate the relationship between using, speaking, and understanding the language of a community.
- Illustrate the intricate relationship between culture and communication.
- Differentiate between the processes of socialization and acculturation.
- Examine the implications of a mismatch between the culture of the home and the culture of the school.
- Illustrate how dialects are formed.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 17 minutes.

Click here to start this lesson
6 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- Social Development Theory URL
  Read the entire article. (3 minutes)
  instructionaldesign.org - 2020
- Language, Society, and Culture URL
  Read the introductory paragraphs as well as sections "Language and Social Context" and "Language and Cultural Context." (15 minutes)
  Communication in the Real World Textbook - 2016
- Acculturation . URL
  Read the entire abstract. (3 minutes)
  APA PsycNet - 2015
- Language Socialization Across Learning Spaces URL
  Read the sections, "Introduction" and "Language Socialization as a Theory." (35 minutes)
  escholarship.org - 2015
- Being Mindful of Cultural Differences URL
  Read the entire article. (5 minutes)
  Edutopia - 2016
- Communication Sciences and Disorders: From Science to Clinical Practice URL
  Read the section titled "Dialects and Bilingualism" that begins on page 64 and ends on page 66. (10 minutes)
  GoogleBooks - 2021
- Activity
- Discussion Post: Culture and Communication. (Completion time: 30 minutes) Forum
  In this activity, you will assess the major processes of socialization and acculturation.
  Step 1: Write a 100-300 word summary describing the processes of socialization and acculturation in relation to communicating within one's culture. Use common factors to help support your claim. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: Culture and Communication" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the major processes of socialization and acculturation, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Quiz
- Module 3: Quiz
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
Module 4: Special Topics in Speech-Language Pathology
Instructional Goals covered in this module:
- Understand the process of oral functions and disorders.
- Understand the impact of neurological disorders on language development and processes.
Module 4: Lesson 1: Swallowing Disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Summarize the normal processes involved in feeding and swallowing.
- Describe three potential causes of swallowing disorders in children and three in adults.
- Outline the clinical and instrumental procedures that correlate to evaluating dysphagia including: case history, oral mechanism exam, VFSS, FEES, laryngoscopy, and upper endoscopy.
- Outline the speech-language pathologist's role in assessing and the treatment of swallowing disorders in children and adults.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 2 hours and 19 minutes.

Click here to start this lesson
8 URLs, 1 Forum
- Required Learning Resources and Activities
- Pediatric Dysphagia URL
  Read the overview section, subsection titled "Feeding and Swallowing." (2 minutes)
  asha.org - 2020
- Feeding and Swallowing Disorders in Children URL
  Read the entire article. (9 minutes)
  asha.org
- Swallowing Disorders in Adults URL
  Read sections "Signs of Swallowing Disorders" and "Causes of Swallowing Disorders." (4 minutes)
  asha.org
- Adult Dysphagia URL
  Read the entire "Assessment" section. (16 minutes)
  asha.org - 2020
- Swallowing and Feeding Disorders URL
  Under the section lableled, "Risks for Swallowing and Feeding Disorders" read the pararaph starting with "Our pediatric feeding soecialists..." and stop at the section titeld "Treatments." (3 minutes)
  dukehealth.org - 2020
- SLP Careers Specializing in Dysphagia URL
  Read section "Job Scope, Duties, Roles, and Responsibilities of SLPs Who Specialize in Swallowing Disorders." (3 minutes)
  speechpathologygraduateprograms.org - 2020
- Activity
- Discussion Post: Feeding and Swallowing. (Completion time: 45 minutes) Forum
  In this activity, you will understand the normal processes involved in feeding and swallowing.
  Step 1: Draw the anatomy and make a note of the different phases involved in feeding and swallowing: esophageal phase, oral preparatory phase, oral transit phase, and pharyngeal phase.
  Step 2: Using a 100-300 word discussion post, explain the phases the bolus takes during feeding and swallowing through the esophageal phase, oral preparatory phase, oral transit phase, and pharyngeal phase. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 3: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: Feeding and Swallowing" in the subject line.
  Step 4: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the phases of feeding and swallowing, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Recommended Additional Readings
- Feeding and Swallowing Disorders in Children URL
  Read sections "Testing for Feeding and Swallowing Disorders" and "Treatment for Feeding and Swallowing Disorders."(5 minutes)
  asha.org
- Swallowing Disorders in Adults URL
  Read sections "Testing for Swallowing Disorders" and "Treatment for Swallowing Disorders." (5 minutes)
  ASHA
Module 4: Lesson 2: Neurological Language Disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Outline the five primary causes of brain damage that result in communication disorders in adults.
- Explain how Broca's, Wernicke's, and global brain damage influences the type of language disorder.
- Explain the communication impact of each of the following language impairments: spoken language expression, spoken language comprehension, written expression, and reading comprehension.
- Explain the characteristics of Broca's, Wernicke's, global, and mixed non-fluent aphasias.
- Explain the following treatment options for aphasia: community aphasia groups, computer-based treatment, multimodal treatment, and conversational coaching.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 21 minutes.

Click here to start this lesson
5 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- Traumatic Brain Injury URL
  Read sections "Causes" and "Risk Factors." (8 minutes)
  Mayo Clinic - 2019
- Speech and Language URL
  Read section "Disorders of Speech and Language," "Broca's (expressive or motor) Aphasia," "Global Aphasia," "Logopenic Primary Progressive Aphasia (lvPPA)," "Primary Progressive Aphasia (PPA)," and "Wernicke's Aphasia." (5 minutes)
  University of California San Francisco - 2020
- Aphasia. URL
  Read the entire "Signs and Symptoms" section. (3 minutes)
  asha.org - 2020
- Aphasia Definitions URL
  Read the entire article. Click on the read more buttton or watch the linked video for further assistance on each different aphasias if needed. (10 minutes)
  National Aphasia Association - 2018
- Aphasia URL
  Read the entire article. (35 minutes)
  ASHA - 2020
- Activity
- Discussion Post: Language Impairments. (Completion time: 90 minutes) Forum
  In this activity, you will discuss the impact of these language impairments: spoken language expression, spoken language comprehension, written expression, and reading comprehension and discuss the four different types of treatment options for those with aphasia.
  Step 1: Write a 100-500 word abstract that contains two parts. The first part should describe the different types of language impairments and their impacts: expression of spoken language, understanding of spoken language, written expression, and reading comprehension. For the second part of the abstract, you should describe the different types of aphasia treatment options: community aphasia groups, computer treatment, multimodal treatment, and conversational training. Compare and contrast the indications and contraindications for these aphasia treatment options. All references must follow the 7th edition APA format. See the resource at Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion Post: Language Impairments" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing insights into the different language impairments, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Quiz
- Module 4: Quiz
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
Module 5: Types of Speech Disorders
Instructional Goals covered in this module:
- Understand the characteristics and types of fluency and the impact on speech.
- Understand the characteristics of phonation disorders and their impact on communication.
- Understand the impact of velopharyngeal dysfunction and oral-facial clefts on speech language.
Module 5: Lesson 1: Fluency and its Disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Recognize the primary behaviors of stuttering; single-syllable word repetitions, syllable repetitions, sound repetitions, and inaudible sound prolongations.
- Compare the difference between primary and secondary stuttering behaviors.
- Recognize what contributes to the onset, development, and continuity of stuttering.
- Outline the characteristics of chronic stuttering.
- Recognize the following assessments: dysfluency types, frequency of dysfluencies, presence of clusters, duration of dysfluencies, assessment of variability, assessment of psychological reaction and avoidance behaviors, assessment of locus of control of behavior, and assessment of environmental demands and expectations.
- Explain the difference between stuttering-like and non-stuttering-like speech disfluencies.
- Understand the difference between the two primary types of treatment for stuttering: stuttering modification versus fluency shaping.
- Understand how the treatment of children who are beginning to stutter differs from the treatment of adolescents and adults who are chronic stutterers.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 24 minutes.

Click here to start this lesson
7 URLs, 1 Forum
- Required Learning Resources and Activities
- Childhood Fluency Disorders URL
  Read the first four paragraphs of the overview section. (3 minutes)
  ASHA
- Childhood Fluency Disorders URL
  Read the first and fourth paragraphs of the signs and symptoms section. (1 minute)
  ASHA
- Stuttering ; Symptoms and Causes URL
  Read the entire handout. (8 minutes)
  Mayo Clinic Foundation for Medical Education and Research - 2021
- Assessment of Stuttering Disorders in Children and Adults ® Chapter in A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology. URL
  Read pg. 352 starting at "Key Assessment Parameters" through page 361 up to "Assessment Aim's and Procedures." (35 minutes)
  Research Gate - 2012
- Stuttering in Toddlers & Preschoolers: What's Typical, What's Not? URL
  Read from the start of the article up until the section called "risk factors for stuttering." (3 minutes)
  American Academy of Pediatrics and American Speech-Language-Hearing Association - 2015
- Fluency Disorders URL
  Read the "treatment" tab up until "service delivery." (45 minutes)
  ASHA
- Stuttering ; Speech URL
  Read section labeled "Treatment for Stuttering." (2 minutes)
  ASHA
- Activity
- Discussion Post: Describe primary and secondary stuttering behaviors and the assessment procedures for individuals who stutter. (Completion time: 70 minutes) Forum
  In this activity, you will evaluate and discuss the primary and secondary stuttering behaviors and then evaluate and discuss three main assessment procedures for individuals who stutter.
  Step 1: Write a 300-700 word discussion post explaining primary vs. secondary stuttering behaviors and the three main assessment procedures for individuals who stutter. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion: Stuttering Behaviors and Assessment Procedures" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
Module 5: Lesson 2: Voice and its Disorders.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Explain the causes and characteristics of phonation (voice) disorders.
- Recognize aided and unaided augmentative communication systems.
- Explain the causes of both congenital cerebral palsy and acquired cerebral palsy.
- Recognize the diseases that cause dysarthria in adults.
- Describe the 5 perceptual speech characteristics of dysarthria including: respiration, phonation, articulation, resonance, and prosody.
- Compare the differences and similarities of dysarthria in individuals with cerebral palsy and adults with dysarthria.
- Explain the difference between velopharyngeal function, velopharyngeal insufficiency, velopharyngeal incompetence, and velopharyngeal mislearning.
- Explain what a cleft lip or palate is, what can cause it, and the symptoms.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 42 minutes.

Click here to start this lesson
13 URLs, 2 Forums, 1 Quiz
- Required Learning Resources and Activities
- Voice Disorders URL
  Read the "Overview" section. (4 minutes)
  ASHA Practice Portal - 2020
- Augmentative, and Alternative Communication URL
  Read the entire page. (4 minutes)
  ASHA - 2020
- Causes and Risk Factors of Cerebral Palsy URL
  Read the entire page. (11 minutes)
  U.S. Department of Health and Human Services - 2019
- Dysarthria - Symptoms and Causes URL
  Read the sections labeled "Overview" and "Causes." (2 minutes)
  Mayo Clinic Foundation for Medical Eduction and Research - 2020
- Dysarthria in Adults URL
  Read the last two paragraphs in the "Overview" section. Read the "Signs and Symptoms" section as well. (3 minutes)
  ASHA Practice Portal - 2020
- Dysarthia in Adults URL
  Read the section labeled "Overview" as well as the section labeled "Causes." (5 minutes)
  ASHA - 2020
- Cerebral Palsy: Hope Through Research URL
  Read the section "What causes cerebral palsy" as well as the section called "What are the different forms?" (12 minutes)
  National Institute of Neurological Disorders and Stroke -2020
- Velopharyngeal Dysfunction URL
  Read about "normal velopharyngeal function," as well as "types of velopharyngeal dysfunction," and "velopharyngeal dysfunction and speech." (3 minutes)
  Cincinnati Children's Hospital Medical Center - 2019
- Cleft Lip and Cleft Palate URL
  Read the entire sheet. (7 minutes)
  Mayo Clinic Foundation for Medical Education and Research - 2019
- Cleft lip and cleft palate URL
  Read the section labeled "Roles and Responsibilities." (4 minutes)
  ASHA - 2020
- Activity
- Discussion post: Comparison of symptoms for adults with dysarthria symptoms and individuals with dysarthria caused by cerebral palsy. (Completion time: 60 minutes) Forum
  In this activity, you will evaluate and discuss the differences and similarities of dysarthria in individuals with cerebral palsy and adults with dysarthria.
  Step 1: Write a 300-700 word discussion post describing the differences and similarities of dysarthria in individuals with cerebral palsy and adults with dysarthria. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion: Comparison of symptoms for adults with dysarthria symptoms and individuals with dysarthria caused by cerebral palsy" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Discussion Post: A speech-language pathologist's role in the care of an individual with an oral-facial cleft and an individual with a phonation (voice) disorder. (Completion time: 60 minutes) Forum
  In this activity, you will discuss one way in which a speech-language pathologist can assist a person with a phonation/voice disorder and one way in which a speech-language pathologist can assist a person with an oral-facial cleft.
  Step 1: Write a 100-500 word essay discussing one way in which a speech-language pathologist can assist a person with a phonation/voice disorder and one way in which a speech-language pathologist can assist a person with an oral-facial cleft.
  All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
  Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion: A speech-language pathologist's role in the care of an individual with an oral-facial cleft and an individual with a phonation (voice) disorder" in the subject line.
  Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”
- Quiz
- Module 5: Quiz
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
- Recommended Additional Readings
- Dysarthria . URL
  Read the entire page. (3 minutes)
  Mayo Clinic Foundation for Medical Education and Research - 2020
- Speech Therapy for Children with Dysarthria URL
  Start at the sections "More about speech therapy for dysarthria." Open the boxes with the "+." (2 minutes)
  Cerebral Palsy Alliance Research Foundation - 2016
- The Role of Speech Language Pathologists in Voice Therapy URL
  Read the section labeled "Treating Voice Disorders: The Role of the Speech Language Pathologist in Voice Therapy." (10 minutes)
  Speech Pathology Graduate Programs - 2020
Module 6: Audiology: Hearing and its Disorders
Instructional Goals covered in this module:
- Understand the basic concepts of audiology and the hearing impacts.
- Analyze the process for screening, treatment, and diagnosis in audiology.
Module 6: Lesson 1: Principles of Audiology.
Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Understand what the profession of audiology is designed to accomplish.
- Explain what constitutes a hearing loss.
- Describe the following causes of hearing loss and how they contribute to hearing loss: ear infections, injury/trauma, aging, exposure to prolonged or excessive noise, and medications that are toxic to the ear.
- Compare and contrast the following types of hearing loss: conductive, sensorineural, and mixed.
- Describe the difficulties in understanding speech for people with different kinds of hearing loss.
- Explain how to conduct pure-tone testing, speech testing, otoacoustic emissions, and tests of the middle ear.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 40 minutes.

Click here to start this lesson
8 URLs, 1 Forum
- Required Learning Resources and Activities
- What is an Audiologist? URL
  Read the entire article. (

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